Skip to content ↓

Year 7 catch up funding 2020-2021

The Literacy and Numeracy catch-up premium (CUP) allows schools additional funding to support year 7 pupils who achieved a scaled score of lower than 100 in Reading and/or Mathematics at the end of key stage 2 (KS2).
 
At Guru Nanak Sikh Academy we closely monitor all pupils’ literacy and numeracy skills and intervene on an individual basis to ensure all pupils make maximum progress in Literacy and Numeracy.
 
For pupils achieving below 100 on entry, this intervention involves extra paired reading lessons and/or withdrawal from 2 registrations a week, where they will be taught either one to one or in a small group situation. Every individual pupil’s needs are taken into account and every effort is made to support our pupils to ‘catch up’ both in and out of lesson time.
 
Our non-SEND pupils follow a programme of intervention delivered by our Subject Leaders of English and Maths. SEND pupils follow the same programme with withdrawal with specialist intervention Assistant help co-ordinated by our SENDCO to ensure each pupil’s needs are catered for individually.
 
Individual progress is monitored throughout the year at regular intervals and each pupil’s programme is reviewed to reflect this.
 
Intervention is provided in many ways to help pupils to 'catch up'.

  • Pupils have withdrawal English and/or Maths lessons.
  • Paired reading with volunteers helps to develop confidence and fluency and we have introduced similar paired Maths sessions for Y7 pupils.
  • Accelerated Reader and Hegarty Maths have a large impact on individual progress. These can be accessed by all Y7 and can be used at home. 
  • A dedicated parents evening is provided to inform parents of the catch up intervention programme is provided.
  • Packs with teaching materials are provided to enable parents to work with their child.
  • Information on progress is provided to parents/carers via phone call and letter.
  • Specialist software has been purchased to screen pupils and accurately provide progress data.

 

How the funding was used:

Rationale

Review of outcome at end of academic year

Numeracy catch up group taught by Primary trained teacher in a smaller, personalised group.

1:10 

1:6 

Additional adult support to support students with SEN (Funding from SEN budget)

Use of ‘primary’ model to bridge the gap between Primary and Secondary including:

-Primary resources

-Primary vocabulary and strategies

Small group setting to provide:

-Personalised intervention

-Personalised feedback and strategies.

4 students throughout the year moved out of the catch up group; with an average of 14 marks increase in their half termly tests.

The highest increase was a student who was getting 2/50 in half termly tests is now achieving 20/50 in half termly tests.

The remaining 6 students have shown an average increase of 5 marks in their half termly tests.

Students gaps in their learning has decreased and they are now accessing the year 7 curriculum to a basic level and taking part in whole year group assessments.

English catch up group taught by Primary trained teacher in a smaller group:

1:16

Additional adult support to support students with SEN. (Funding from SEN budget)

Use of ‘primary’ model to bridge the gap between Primary and Secondary including:

-Primary resources

-Primary vocabulary and strategies

Small group setting to provide:

-Personalised intervention

-Personalised feedback and strategies.

On average the students made 3.5 ‘sub level’ progress based on their entry and exit assessment for English. This is calculated from the following model:

Emerging – E1, E2, E3

Emerging plus – E+1, E+2, E+3

Developing – D1, D2, D3

Secure – S1, S2, S3

Personalised small group English interventions

Targeted support given for those students who are ‘falling behind’ in English. Includes:

-Explanation of expectations and assessment criteria

-Teaching focused to individual targets

1 intervention group made an average of 6.75 ‘sub levels’ of progress based on their entry and exit assessment for English. This is calculated on the above model.

Another made an average of 4.5 ‘sub levels’ of progress based on their entry and exit assessment for English.

Another made an average of 4.75 ‘sub levels’ of progress based on their entry and exit assessment for English.

The interventions aided the students to make accelerated progress with the aim of them achieving their expected level by the end of the year.

Weekly reading intervention

Promote a ‘love of reading’ by allowing time to explore the library, change books, and receive recommendations and advice on appropriate texts.

Build vocabulary

Comprehension strategies

Reinforce learning from English topic; giving further ideas and vocabulary for the classroom.

An assessment carried out at the beginning of Spring  showed that, on average, this reading groups reading age had increased by 2 years.

Another baseline reading assessment will be carried out in September 2021 to analyse the full impact.